THE EVOLVING ROLE OF TEACHERS IN AI-ENHANCED CLASSROOMS: CHALLENGES AND OPPORTUNITIES
Downloads
The integration of Artificial Intelligence (AI) in education is reshaping the traditional role of teachers, introducing both opportunities and challenges. AI-powered tools, including adaptive learning systems and automated assessments, are becoming integral to modern classrooms, promising personalized learning experiences and enhanced classroom management. However, these technological advancements also require teachers to adapt to new responsibilities and redefine their pedagogical practices. This study explores the evolving role of teachers in AI-enhanced classrooms, focusing on how AI affects their professional identity, teaching strategies, and relationships with students. The research employs a mixed-methods approach, combining surveys, semi-structured interviews, and classroom observations across ten institutions that have implemented AI tools. The findings reveal that while AI improves student engagement and administrative efficiency, teachers face challenges in maintaining the human aspect of education, such as fostering emotional intelligence and teacher-student interactions. The study concludes that AI can enhance pedagogical practices if properly integrated, but it requires teachers to embrace new technologies while retaining the core human-centered values of education. The research highlights the need for professional development and institutional support to help educators navigate this transition effectively.
Almashour, M., Aldamen, H. A. K., & Jarrah, M. (2025). “They know AI, but they also know us”: Student perceptions of EFL teacher identity in AI-enhanced classrooms in Jordan. Frontiers in Education, 10. Scopus. https://doi.org/10.3389/feduc.2025.1611147
An, Y., & James, S. (2025). Generative AI Integration in K-12 Settings: Teachers’ Perceptions and Levels of Integration. TechTrends, 69(6), 1304–1317. Scopus. https://doi.org/10.1007/s11528-025-01114-9
Azifah, N., Nikmah, F., & Kuanr, J. (2024). The Impact of AI on Teacher Roles and Pedagogy in the 21st Century Classroom. Int. Conf. Knowl. Eng. Commun. Syst., ICKECS. Scopus. 2024 International Conference on Knowledge Engineering and Communication Systems, ICKECS 2024. https://doi.org/10.1109/ICKECS61492.2024.10617236
Bastian, A., Buchholtz, N., & Kaiser, G. (2025). Using AI chatbots to facilitate mathematics preservice teachers’ noticing skills. Frontiers in Education, 10. Scopus. https://doi.org/10.3389/feduc.2025.1605921
Canonigo, A. M. (2025). AI in Math Education: Shifting the Balance Toward Student Empowerment. In A. Lau & A. J. Tallon-Ballesteros (Eds.), Front. Artif. Intell. Appl. (Vol. 412, pp. 454–462). IOS Press BV. Scopus. https://doi.org/10.3233/FAIA250744
Caton, L. (2025). Conclusion: Building Skills, Ethics and Human Autonomy within a Future of AI- Enhanced Learning. AI-Powered Pedagogy and Curriculum Design: Practical Insights for Educators, 239–246. Scopus. https://doi.org/10.4324/9781003544920-19
Dadhich, A., Yadav, R., Yadav, M., Huzooree, G., & Dewasiri, N. J. (2025). Teacher-AI collaboration and the future of the educator’s role. Transformative AI Practices for Personalized Learning Strategies, 355–377. Scopus. https://doi.org/10.4018/979-8-3693-8744-3.ch013
De Angel, R. M., Ramos, R. F., Calimbo, A. L., & Magcuyao, J. P. H. (2025). Teaching in the Age of AI: Exploring the Role of Microsoft Copilot Vision in Redefining Teacher-Student Interaction and Promoting Educational Equity. Int. Conf. Artif. Intell. Teach. Educ., ICAITE, 271–275. Scopus. https://doi.org/10.1109/ICAITE68636.2025.11442311
Derakhshan, A., & Lalli, G. S. (2025). A Phenomenological Study on the Role of Teacher Communication Behaviours in High School Students’ Willingness to Attend AI-Enhanced Classrooms. European Journal of Education, 60(4). Scopus. https://doi.org/10.1111/ejed.70309
Durães D., Caron A.-C., Karkalas S., Nakayama M., Lancia L., & Kubincová Z. (Eds.). (2026). Workshop on 15th International Conference in Methodologies and intelligent Systems for Technology Enhanced Learning, MIS4TEL 2025. Lecture Notes in Networks and Systems, 1799 LNNS. Scopus. https://www.scopus.com/pages/publications/105029714527?origin=resultslist
Eddin, D. J., & Shaya, N. (2025). AI-Enhanced Professional Development: Transforming Teaching Practices and Methodologies. Unleashing User Innovation: Multidisciplinary Perspectives on End-User Development and Generative AI, 44–62. Scopus. https://doi.org/10.1201/9781003485698-6
Gyawali, S., Mishra, A., Khanal, B. B., & Sahana, S. (2025). The Role of AI-Powered Mobile Applications in Modernizing Classroom Management and E-Learning. Int. Conf. Networks Cryptol., NETCRYPT, 584–589. Scopus. https://doi.org/10.1109/NETCRYPT65877.2025.11102791
Holstein, K., McLaren, B. M., & Aleven, V. (2019). Designing for complementarity: Teacher and student needs for orchestration support in AI-enhanced classrooms. In Isotani S., Millán E., Ogan A., McLaren B., Hastings P., & Luckin R. (Eds.), Lect. Notes Comput. Sci.: 11625 LNAI (pp. 157–171). Springer Verlag. Scopus. https://doi.org/10.1007/978-3-030-23204-7_14
Karampelas, K. (2026). Artificial intelligence in inquiry-based science teaching: A bibliometric study. European Journal of Science and Mathematics Education, 14(1), 104–116. Scopus. https://doi.org/10.30935/scimath/17626
Kim, N. J., & Kim, M. K. (2022). Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing. Frontiers in Education, 7. Scopus. https://doi.org/10.3389/feduc.2022.755914
Kohnke, L., & Zou, D. (2025). The role of ChatGPT in enhancing English teaching: A paradigm shift in lesson planning and instructional practices. Educational Technology and Society, 28(3), 4–20. Scopus. https://doi.org/10.30191/ETS.202507_28(3).SP02
Lamçja, D., & Pellumbi, S. (2024). Blended education and the role of Albanian teachers in an AI-enhanced educational landscape. Teachers’ Roles and Perspectives on AI Integration in Schools, 31–76. Scopus. https://doi.org/10.4018/979-8-3373-1017-6.ch002
Liu, H., & Fan, J. (2025). AI-Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment. European Journal of Education, 60(1). Scopus. https://doi.org/10.1111/ejed.12813
Mukadgi, M. (2025). Repositioning Productive English Skills through AI-Assisted Storytelling: Sociolinguistic Insights from Indonesian EFL Learners. Centre for Applied Linguistics Research Journal, 16(1). Scopus. https://doi.org/10.60149/SOZG3217
Papadakis, S. (2026). Virtual Tutors and AI-Powered Instructional Tools in K-12 Settings. In Virtual Tutors and AI-Powered Instructional Tools in K-12 Settings (p. 575). IGI Global. Scopus. https://doi.org/10.4018/979-8-3373-2637-5
Payadnya, I. P. A. A., Putri, G. A. M. A., Suwija, I. K., Saelee, S., & Jayantika, I. G. A. N. T. (2025). Cultural integration in AI-enhanced mathematics education: Insights from Southeast Asian educators. Journal for Multicultural Education, 19(1), 58–72. Scopus. https://doi.org/10.1108/JME-09-2024-0119
Prilop, C. N., Mah, D.-K., Jacobsen, L. J., Hansen, R. R., Weber, K. E., & Hoya, F. (2025). Generative AI in teacher education: Educators’ perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods. Computers and Education: Artificial Intelligence, 9. Scopus. https://doi.org/10.1016/j.caeai.2025.100471
Rahioui, F., Jouti, M. A. T., & EL Ghzaoui, M. (2025). Exploring the effect of ChatGPT-3 on biology students’ lateral thinking skills: A mixed-methods study and impacts for ai-enhanced education. Telematics and Informatics Reports, 19. Scopus. https://doi.org/10.1016/j.teler.2025.100249
Rozputnia, B., Shevchenko, L., Umanets, V., Sabadosh, Y., Kushnir, A., & Voitsekhivska, N. (2025). Future Trends of AI in Higher Education: Google Workspace and Gemini. Proc - Int. Conf. Adv. Comput. Inf. Technol., 1019–1025. Scopus. https://doi.org/10.1109/ACIT65614.2025.11185626
Sadykova, G., & Kayumova, A. (2025). AI-powered Image and Audio Generators for Very Young EFL Learners. Iranian Journal of Language Teaching Research, 13(2), 1–24. Scopus. https://doi.org/10.30466/ijltr.2025.55564.2821
Sanusi, S., Suraiya, N., Nurasiah, N., Qismullah Yusuf, Y., Ridha, S., Hikmah, N., & Leni, L. (2025). Social Knowledge Management to optimize adolescents’ social studies learning in Banda Aceh, Indonesia. Cogent Education, 12(1). Scopus. https://doi.org/10.1080/2331186X.2025.2506062
Shahat, H. A., Elballah, K. A., Ben-Motreb, K. S., Badawy, M. E., Ibrahim, A. R., & Nemt-Allah, M. A. (2025). Causal Modeling of the Relationship Between Foreign Language Learning Anxiety and Academic Procrastination: The Mediating Role of Time Management Among Preservice Teachers Using Artificial Intelligence Tools. Journal of Educational and Social Research, 15(6), 166–179. Scopus. https://doi.org/10.36941/jesr-2025-0206
Tai, H.-C. (2025). The Academic Map of Social Emotional Learning: Research Trends, Hotspots, and Future Prospects. Journal of Research in Education Sciences, 70(3), 215–275. Scopus. https://doi.org/10.6209/JORIES.202509_70(3).0007
Tan, S. (2025). How have Teachers’ Role Perception in the Era of Gen AI, Influence Their Use of Gen AI in the Classroom? Int. Conf. Artif. Intell. Educ., ICAIE, 642–646. Scopus. https://doi.org/10.1109/ICAIE64856.2025.11158513
Tang, Z., & Liao, J. (2025). Unlocking emotional resilience: Exploring the impact of AI-enhanced support systems on EFL teachers’ burnout and EFL students’ well-being in modern classrooms. Acta Psychologica, 260. Scopus. https://doi.org/10.1016/j.actpsy.2025.105672
Toulali, H., & Retbi, A. (2025). GenAI-Enhanced Learning: A Framework to Align the Third Level of Bloom’s Taxonomy. In Khalid S. (Ed.), Proc. Eur. Conf. E-Learn., ECEL (pp. 440–448). Academic Conferences and Publishing International Limited. Scopus. https://doi.org/10.34190/ecel.24.1.4013
Unal, A., & Hobe, J. (2025). Preservice Teachers’ Readiness for Integrating AI in Elementary Classrooms. Journal of Education and Training Studies, 13(4), 34–47. Scopus. https://doi.org/10.11114/jets.v13i4.7785
Vincent, V., Indra, R., Pathan, R., & Parthasarathy, P. D. (2026). Educators as Creators: Enabling CS Faculty to Build Educational Interventions with Sustainable AI Models. In Prasad P., Raman A., & Shah B. (Eds.), Commun. Comput. Info. Sci.: 2739 CCIS (pp. 43–55). Springer Science and Business Media Deutschland GmbH. Scopus. https://doi.org/10.1007/978-3-032-14583-3_4
Wang, Y. (2026). The Relationship Between Teachers’ Character Strengths and Students’ Motivation and Well-Being in AI-Supported Classrooms. European Journal of Education, 61(2). Scopus. https://doi.org/10.1111/ejed.70611
Wang, Z. (2025). Redefining Language Education: How Integrating EFL Teacher-Student Relationships With AI-Powered Classrooms Impacts Emotional Health and EFL Learners’ Depression. European Journal of Education, 60(4). Scopus. https://doi.org/10.1111/ejed.70347
Yetkin, R., & Aslan, R. (2026). Tracking foreign language speaking enjoyment across AI-mediated conversational topics: An idiodynamic perspective. Innovation in Language Learning and Teaching. Scopus. https://doi.org/10.1080/17501229.2026.2654837
Yingsoon, G. Y., Zhang, S., & Chua, N. A. (2024). Empowering educators in the era of next-generation AI: Redefining the teacher’s role in an AI-enhanced learning environment. Teachers’ Roles and Perspectives on AI Integration in Schools, 1–30. Scopus. https://doi.org/10.4018/979-8-3373-1017-6.ch001
Zhang, Q., & Fan, J. (2026). Beyond Substitution: How Teacher Interpersonal Behaviours Empower Students to Communicate With AI—A Dual-Mediation Model of Enjoyment and Trust. European Journal of Education, 61(1). Scopus. https://doi.org/10.1111/ejed.70499
Zhang, X., Xun, H., & Wang, X. (2026). Mapping the triadic interaction network in AI-enhanced L2 classrooms: A social network analysis of learning outcomes and the moderating role of AI literacy. System, 140. Scopus. https://doi.org/10.1016/j.system.2026.104050
Zhu, Y., Zhang, L., & Chen, N. (2026). Strategies and Practices for Enhancing Higher Education Faculty Teaching Capabilities through Artificial Intelligence. Proc. Int. Conf. Artif. Intell. Future Educ., AIFE, 163–169. Scopus. https://doi.org/10.1145/3785987.3786014
Copyright (c) 2026 Nurjana Cyntia Rahman, Som Chai, Said Subhan Posangi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
